42 research outputs found
Benchmark tipping and the role of the swap market in price discovery
No full textThe author uses a high-frequency data set to investigate the roles of the sterling swap and futures markets in price discovery at the short-end of the sterling yield curve. Information flows between the futures and swap markets are found to be largely contemporaneous. Causal information flows are bidirectional, although the futures market dominates the information flow over the very short term. Thus, the futures market remains the primary locus of price discovery despite the increased use of swaps as a pricing benchmark and hedging instrument in recent years
What young adolescents think about effective pedagogy and technology use
No full textA New Zealand comparative case study investigated the impact of technological device use in literacy, over a three month period, for Year (Grade) 4-6 and Year 7-8 students. In school A (Year 4-6 students) data were gathered from two pairs of control matched classes, one of each pair of classes using technological devices; in school B (Year 7-8 students) comparisons were made pre and post technology use. In both schools, pre and post- standardised achievement data were analysed, along with classroom observations, student and teacher interview data. Whilst significant progress was made in student achievement, when compared with national average point score shifts (author, in press), of particular interest in this article are young adolescent students’ views about effective pedagogy and technology use. For adolescents, availability of devices made learning more: fun, time efficient, accessible outside of school hours; and enhanced their research and presentation of learning. At times, friends and classmates helped by sharing information and new ideas, but frequent talking and distractions hindered learning. However, the pedagogical actions of teachers (particularly explicit, focused teaching of literacy and technology knowledge strategies) and provision of choices, varied and active learning opportunities were perceived to make the greatest difference to student learning.FALSEPublished onlin
Transforming professional learning and practice in assessment: The triple H framework. Invited keynote address
No full textEvery teacher wants to be an effective educator - having positive relationships with, and enabling, students to become enthusiastic and capable learners. Teaching is demanding of the whole person – particularly the heart (being an inclusive, caring, enthusiastic and ethical person; passionate about learners and learning), the head (such as knowledge of the theory of pedagogy, curriculum and content knowledge, assessment, human development etc.), and the hands (being a highly skilled practitioner). These three determinants: the head, heart and hands are integral components, the author argues, of the triple H framework for effective, holistic professional learning. Successful professional learning needs to encompass and nourish all three determinants (head, heart and hands) for teachers. This triad notion might also be applied at the education system level by strengthening and connecting parallel components. The system heart (being the students/schools and their communities), the system hand (being PD facilitators; colleagues) and the system head (government, Ministry of Education, policy makers; researchers), all interdependently linked. We return to system aspects later in the paper.
It is important to acknowledge that while all educators have much in common (for starters, each having a head, heart and most having hands; and wanting the best for their students) they have individual personalities and come from varied cultural, educational and professional backgrounds. Moreover, educators work in a variety of contexts, and typically in less than ideal professional learning circumstances particularly in relation to available time, resources and competing expectations. Professional learning (PL) is complex, yet because students deserve the best possible education, PL needs to respond to different contexts and circumstances.
What is professional learning? Professional development (PD) was the previous term used. PD was conceptualised in accordance with the prevailing views about learning: transmission approaches from experts to teachers – manifested in attendance at one-off workshops or courses outside of the school. Sometimes these courses made a difference (if the timing of them and their topics happened to meet the content or pedagogical needs of the teacher). However, knowledge gained from such opportunities rarely translated into sustained classroom practice. PD was often: short term, done ‘to us by others’, characterised by individual one-off courses, one size fits all, and oriented towards improving skills and procedural knowledge (Easton, 2008). No time was allocated for reflection and feedback. Teachers were isolated since other colleagues were not privy to the same knowledge and experiences. Relentless pressure from the day to day realities of the classroom and few opportunities to re-visit professional ideas meant when difficulties were encountered in implementation, or teachers were exposed to the next wave of ideas, the new skill or notions were abandoned.
With the influence of socio-cultural perspectives about learning and other societal changes the term changed to professional learning (PL). Professional learning (PL) views the teacher as a learner with their own values, beliefs and content needs; capable of self-ownership and ongoing responsibility for their learning; and, in accordance with adult learning principles, needing a balance between individual and collaborative learning. Knowledge is viewed as dynamic, iterative, co-constructed in response to cultural and contextualised interactions – hence PL is largely school-based. Deeper learning necessitates extended time and opportunities to learn (Timperley et al., 2007). Developing from a novice to an expert (teacher) requires movement from reliance on procedural rules and routines to a theorised and principled-based, integrated competency. Expert competency encompasses a holistic view, and capability in being responsive, flexible and fluid in solving problems. Informing and deepening professional’s educational values and beliefs requires commitment and inevitably challenges individual’s identity and professional motivation (Timperley et al., 2007, p.13).
This is why I argue deep, effective professional learning for teachers needs a head, heart and hands framework. Both the head and the heart are essential for life; so it may be arbitrary as to which determinant on which to focus first. Adults differ as to whether they need to be cognitively or emotionally triggered to engage with ideas, but to grapple deeply with ideas requires both cognitive and emotional engagement. Initial attention is often gained from emotional connections so the heart PL elements will be explored first.
This paper examines three questions through the proposed triple H framework:
• What does the research literature reveal about effective professional learning in assessment?
• What impact does PL have on professional practice?
• What are the implications at policy, system, school and teacher level?FALS
An ethnographic study of two schools : some aspects of school culture and the significance for change : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
No full textTwo New Zealand schools. one primary, one intermediate are studied in depth using ethnographic research techniques. with an emphasis on observations in the field. Observations were supplemented by a survey of subils. by formal and informal interviews of people in the school community and by document analysis. The aim of the study was to understand the culture of each school, its way of life, the responses each made to change and the means each used to begin the process of school improvement. Descriptions and interpretations of the cultures revealed 'sacred values' which provide a possible key to why changes occurred. At the primary school the 'sacred value' of bilingualism is revealed. This value is supported by rituals, ceremonies, symbols, language, a priestess and patterns of behaviour within the school. Other related values are: concern for peoble, teamwork, concern for learning and teaching, openness, consultation and involvement of the kowhai School community; all incorporated within the values of positive reinforcement, flexibility and informality. Manuka Intermediate is different from Kowahi School having an overall, inspiring slogan, making manuka matter to which three main 'sacred values' are connected. The value of putting people first is shown by sub-themes of teamwork, family feeling, shared decision-making and positive reinforcement. This analysis revealed some sub-cultural groups with competing views. suggesting a site of change. The principai is shown have a key role in culture shaping and as an agent of change. Two further 'sacred values' of aiming for excellence and image building are explicatad. Incorporation of children's views is shown in the children's values of variety, choice are schoolwork. From the study of the school cultures a theory of change is derived, from which the author proposes that the changes endorse, and are compatible with the cultural themes and 'sacred values'. These cultural values are postulated to determine the pace, the process and the acceptability of types of changes. Many participants acknowledged that there had been multiple changes but found it difficult to specify them; suggesting that they had been incorporated into the 'way of life.' Changes were deemed to be largely positive, especially by informed people. Participants believed that it was mainiy children who were affected by changes. although staff and community also were affected to a lesser degree. Finally, If one goal of school improvement is an abillty to handle change (Hopkins, 1984). then, Judging from their ability to handle change and from parent perceptions, it appears that the two schools have commenced the process of school improvement. The thesis, therefore, contributes towards the understanding of the processes of school change
Assessing the magnitude of the concentration parameter in a simultaneous equations model
No full textThis paper provides the practitioner with a method of ascertaining when the concentration parameter in a simultaneous equations model is small. We provide some exact distribution theory for a proposed statistic and show that the statistic possesses the minimal desirable characteristics of a test statistic when used to test that the concentration parameter is zero. The discussion is then extended to consider how to test for weak instruments using this statistic as a basis for inference. We also discuss the statistic's relationship to various other procedures that have appeared in the literature. Copyright The Author(s). Journal compilation Royal Economic Society 2009
Comparing Alternative Output-Gap Estimators: A Monte Carlo Approach
No full textThe author evaluates the ability of a variety of output-gap estimators to accurately measure the output gap in a model economy. A small estimated model of the Canadian economy is used to generate artificial data. Using output and inflation data generated by this model, the author uses each output-gap estimation methodology to construct an estimate of the true output gap. He then evaluates the methodologies by comparing their respective estimates of the output gap with the true gap. The estimators are evaluated on the basis of correlations between the actual and estimated output gap, as well as the root-mean-squared estimation error. The author also varies the properties of potential output and the output gap in the data-generating process to test the robustness of his results. His findings indicate that an estimator that combines the Hodrick-Prescott filter with a Blanchard-Quah structural vector autoregression (SVAR) yields an estimate that is accurate compared with competing methods at the end-of-sample. He also finds that the performance of the SVAR relative to that of other methodologies is quite robust to violations in the identifying assumptions of the SVAR.Business fluctuations and cycles; Econometric and statistical methods; Potential output
The Influence of Thromboxane Receptor Blockade on Platelet Uptake in Dacron Grafts in Man
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